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Institutional culture and stakeholder engagement
Institutions of higher learning in Africa are increasingly finding ways of becoming relevant to the stakeholders and strive to become leaders in the environments within which they operate. Institutions focus on actions such as alignment of the institutions’ core values to becoming open, honest and inclusive (Bender, 2008:84). Nevertheless, they portray similar cultural and structural isolation from their environments. It is a general sight to see institutions surrounded by boundaries; high walls and locked gates that clearly bar random access by the surrounding community and possible student protests, rampages and destruction of property. The communities have since become resentful towards the institutions (Bender, 2008:85) which subsequently have forced the institutions to tighten their security measures. However, the institutions have always had varying forms of engagement with the community. The activities vary from the educator-student relationship to conduct of research and service delivery. In pursuance of community engagement the institutions require support of management, employees, devices to integrate the stakeholders into the institutions and their structures and funding (Bender, 2008:91).
Gaps in Institutions of Higher Learning
It has come to the attention of the Lesotho Government that the status of education in the country is lagging in comparison to their counterparts in the SADC region. One of the causes is that the country has introduced quality assurance mechanisms in order to promote quality in the institutions much later than their counterparts in other countries in the SADC region (Council on Higher Education, 2013:8). The government also realised that IHLs are faced with a limited number of qualified personnel. Higher education providers are inadequately qualified in areas of specialisation and academic employees are not qualified to enrol at IHLs. The institutions are also faced with challenges of not meeting the requirements of the industry. The graduates have a difficult time in adapting to the systems at workplaces. Moreover, most of the graduates, even the lecturers, have limited information and communication technologies (ICT) skills. IHLs have differences of opinion concerning what the most appropriate relationship between the government and the HE public institutions should be (Council on Higher Education, 2013:8). The above gaps adversely impact the implementation of strategic plans. Late introduction of quality assurance in the institutions may mean that implementation of their strategic plans is ineffectively executed. It may be the reason why some stakeholders do not have knowledge about strategic plans, or more so their implementation. IHLs do not make their strategic plans known to the stakeholders.
CHAPTER 1 INTRODUCTION TO THE STUDY
1.1 BACKGROUND
1.2 PROBLEM STATEMENT
1.3 RESEARCH QUESTIONS
1.4 RESEARCH HYPOTHESES
1.5 PURPOSE STATEMENT
1.6 CONTRIBUTION OF THE STUDY
1.7 DELIMITATIONS AND ASSUMPTIONS
1.8 DEFINITION OF KEY TERMS
1.9 RESEARCH PARADIGM/PHILOSOPHY
1.10 CONCEPTS AND CONSTRUCTS
1.11 DESCRIPTION OF INQUIRY STRATEGY AND THE RESEARCH DESIGN
1.12 DATA ANALYSIS
1.13 QUALITY AND RIGOUR OF THE RESEARCH DESIGN
1.14 RESEARCH ETHICS
1.15 THESIS OUTLINE
CHAPTER 2 BACKGROUND OF INSTITUTIONS OF HIGHER LEARNING
2.1 INTRODUCTION
2.2 INSTITUTIONAL CULTURE AND STAKEHOLDER ENGAGEMENT
2.3 INSTITUTIONS OF HIGHER LEARNING IN LESOTHO
2.4 COUNCIL ON HIGHER EDUCATION (CHE)
2.5 GAPS IN INSTITUTIONS OF HIGHER LEARNING
2.6 COMMUNICATION INITIATIVES OF INSTITUTIONS OF HIGHER LEARNING IN LESOTHO
2.7 PUBLIC INSTITUTIONS OF HIGHER LEARNING IN LESOTHO
2.8 CONCLUSION
CHAPTER 3 META-THEORETICAL AND CONCEPTUAL FRAMEWORK
3.1 INTRODUCTION
3.2 META-THEORETICAL AND CONCEPTUAL FRAMEWORK
3.3 EXCELLENCE THEORY
3.4 STRATEGIC MANAGEMENT THEORY
3.5 THEORY OF ORGANISATIONAL DESIGN
3.6 COMMUNICATION
3.7 COMMUNICATION THEORY
3.8 THEORETICAL ORIENTATION OF THE ORGANISATIONAL ENVIRONMENT
3.9 ORGANISATION AS AN OPEN SYSTEM
3.10 ROLE OF ORGANISATIONAL CULTURE IN ORGANISATIONAL COMMUNICATION
3.11 CONCLUSION
CHAPTER 4 STAKEHOLDER ENGAGEMENT
4.1 INTRODUCTION
4.2 CRITICAL THEORY OF COMMUNICATION IN ORGANISATIONS
4.3 MANAGING STAKEHOLDER VS ORGANISATION RELATIONSHIPS
4.4 THE ROLE OF STAKEHOLDERS IN AN ORGANISATION
4.5 ENGAGEMENT OF STAKEHOLDERS
4.6 INTERNAL VS EXTERNAL STAKEHOLDERS
4.7 STAKEHOLDER APPROACH TO COMMUNICATION
4.8 PRINCIPLES OF STAKEHOLDER MANAGEMENT
4.9 ASSESSMENT OF QUALITY OF ENGAGEMENT
4.10 MODEL OF STAKEHOLDER ENGAGEMENT
4.11 CONCLUSION
CHAPTER 5 COMMUNICATION STRATEGY
5.1 INTRODUCTION
5.2 COMMUNICATING THE STRATEGY
5.3 A COMPETENT COMMUNICATOR
5.4 COMMUNICATION AND LEADERSHIP
5.5 COMMUNICATION PLATFORMS
5.6 ORGANISATIONAL CULTURE AND STRATEGY
5.7 COMMUNICATING FOR STRATEGIC ALIGNMENT
5.8 STRATEGIC COMMUNICATION
5.9 FUNCTIONAL PERSPECTIVE ON GROUP DECISION-MAKING
5.10 LESSONS TO BE LEARNED IN STRATEGIC COMMUNICATION
5.11 CONCLUSION
CHAPTER 6 STRATEGY FORMULATION AND IMPLEMENTATION
6.1 INTRODUCTION
6.2 STRATEGY
6.3 STRATEGY FORMULATION
6.4 STRATEGY IMPLEMENTATION
6.5 DRIVERS FOR STRATEGY IMPLEMENTATION
6.6 STRATEGIC CONTROL
6.7 STRATEGY AND SUSTAINABILITY OF INSTITUTIONS OF HIGHER LEARNING
6.8 CONCLUSION
CHAPTER 7 RESEARCH METHODOLOGY
7.1 INTRODUCTION
7.2 PHENOMENOLOGICAL RESEARCH PARADIGM
7.3 INQUIRY STRATEGY
7.4 A BRIEF MOTIVATION OF THE RESEARCH
7.5 RESTATEMENT OF RESEARCH QUESTIONS
7.6 RESEARCH HYPOTHESES
7.7 SAMPLING STRATEGY
7.8 DATA COLLECTION (PROCESS)
7.9 DATA ANALYSIS TECHNIQUES
7.10 DATA DISPLAY FORMATS
7.11 QUALITY AND RIGOUR OF THE RESEARCH
7.12 RESEARCH ETHICS
7.13 SUMMARY
CHAPTER 8 RESEARCH RESULTS
8.1 INTRODUCTION
8.2 GENERAL BACKGROUND
8.3 QUANTITATIVE STRAND – RESULTS FOR RESEARCH QUESTIONS 1 TO 5
8.4 QUALITATIVE STRAND-RESULTS FOR RESEARCH QUESTIONS 1 TO 5
CHAPTER 9 FINDINGS AND DISCUSSION OF THE FINDINGS
9.1 INTRODUCTION
9.2 RESEARCH QUESTION 1: HOW DO THE IHLS IN LESOTHO DISSEMINATE GENERAL INFORMATION BETWEEN THE INSTITUTION AND ITS STAKEHOLDERS?
9.3 RESEARCH QUESTION 2
9.4 RESEARCH QUESTION 3
9.5 RESEARCH QUESTION 4
9.6 RESEARCH QUESTION 5
9.7 SUMMARY AND CONCLUDING REMARKS
CHAPTER 10 CONCLUSION AND RECOMMENDATIONS
10.1 INTRODUCTION
10.2 CONCLUSIONS: RESEARCH QUESTION 1
10.3 CONCLUSIONS: RESEARCH QUESTION 2
10.4 CONCLUSIONS: RESEARCH QUESTION 3
10.5 CONCLUSIONS: RESEARCH QUESTION 4
10.6 CONCLUSIONS: RESEARCH QUESTION 5
10.7 RECOMMENDATIONS FOR FURTHER RESEARCH
10.8 SUMMARY AND CONCLUDING REMARKS
